probing into the contribution of self-efficacy, l2 grit, and foreign language classroom enjoyment to oral presentation anxiety of university students

Despite the growing recognition of oral presentation anxiety (opa) as a significant barrier to effective communication in english as a foreign language (efl) education, previous research has predominantly examined anxiety in isolation, leaving a critical gap in understanding how these constructs interact (tsang, 2022; dewaele et al., 2022; grieve, 2020). to offer a more integrated perspective, this study investigates the predictive roles of l2 grit, foreign language classroom enjoyment (flce), and self-efficacy in relation to oral presentation anxiety among english major university students. a total of 123 participants completed an online survey that included demographic questions and established scales measuring l2 grit, flce, self-efficacy, and opa. path analysis was employed to examine the proposed relationships within the model. the findings reveal that self-efficacy significantly predicts opa, demonstrating a strong correlation with participants' anxiety levels during oral presentations. in contrast, neither l2 grit nor flce emerged as significant predictors of opa across the sample. these results highlight the importance of fostering self-efficacy to mitigate opa in undergraduate language learners. the study concludes with practical implications for educators and stakeholders in higher education aimed at reducing foreign language presentation anxiety.